IMPLEMENTING AN ACTING PLAY SCRIPTS TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL

IMPLEMENTING AN ACTING PLAY SCRIPTS TECHNIQUE

TO IMPROVE STUDENTS’ SPEAKING SKILL

(A Classroom Action Research at the Eighth Class Students

of SMPN 1 Kalitidu in the Academic Year of 2008/2009)

THESIS

BY:

Eny Yuliati

S890208106

Submitted to Fulfil One of the Requirements for the Completion of Graduate Degree in English Education

ENGLISH EDUCATION DEPARTMENT

GRADUATE SCHOOL

SEBELAS MARET UNIVESITY SURAKARTA

2010

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APROVAL

IMPLEMENTING AN ACTING PLAY SCRIPTS TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL

A Classroom Action Research SMPN I Kalitidu in the Academic Year 2008/2009

BY:

Eny Yuliati

S890208106

This Thesis has been approved by Supervisors of English Education of Graduate School of Sebelas Maret University

Supervisor 1

Dra. Dewi Rochsantiningsih, M.Ed, Ph.D NIP. 19600918 198702 2 001

Supervisor 2

Dr.Ngadiso, M.Pd

NIP. 19621231 198803 1 009

Head of English Education Department

Dr. Ngadiso, M.Pd NIP. 19621231 198803 1 009

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LEGITIMATION FROM THE BOARD OF EXAMINERS

Title:

IMPLEMENTING AN ACTING PLAY SCRIPTS TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL

A Classroom Action Research SMPN I Kalitidu in the Academic Year 2008/2009

BY:

Eny Yuliati

S890208106

This thesis has been examined by the Board of Thesis Examiners of Graduate School of English Education of Sebelas Maret University Surakarta on February 2010.

Board of Examiners Signature

Chairman : Prof. Dr. Joko Nurkamto, M.Pd ... Secretary :Dr. Drs. Abdul Asib, M.Pd ... Member of Examiners:

1. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D ...

2. Dr. Ngadiso, M.Pd ………….

Surakarta, 23 February 2010

The Director of Graduate School The Head of English Education of Sebelas Maret University of Graduate School of Sebelas

Maret University

Prof.Drs.Suranto, M.Sc. M.Pd Dr. Ngadiso, M.Pd

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled: IMPLEMENTING ACTING PLAY SCRIPTS TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING SKILL (A Classroom Action Research at MPN I Kalitidu in the academic year of 2008/2009). It is not a plagiarysm or made by others. Anything related to other’s work is written in quotation, the source of which is listed on the bibliography.

If, then, this pronouncement proves incorrect, I am ready to accept any academic punishment, including the withdrawal or cancellation of my academic degree.

Bojonegoro, February 2010

v ABSTRACT

Eny Yuliati. 2010. The Implementation of Acting Play Scripts to Improve

students’ speaking skill(A Classroom Action Research at SMPN IKalitidu).Thesis,

Surakarta: Graduate School Sebelas Maret University.

The research is aimed at (1) identifying whether Acting Play Scripts technique can improve students’ speaking skill; (2) describing to what extent Acting Play Scripts technique improve students’ speaking skill; and (3) describing the class situation when Acting Play Scripts technique is implemented in speaking class. The research was conducted at SMPN I Kalitidu Bojonegoro; the subjects of the reseach were the eighth grade students in the academic year 2008/2009.

The study applied action research technique to improve students’ speaking ability through Acting Play Scripts (APS). Action research is a way of reflecting on teaching which is done systematically by collecting data on everyday practice and analyzing in order to come to some decisions about what the future practice should be. The research consisted of two cycles, with four meetings in each cycles.The research elaborated planning, action, observation and reflection in each cycle.There are two types of data in the research, namely the quantitative and qualitative data which were collected by observation, interview, questionaire, and test. The quantitative data were analyzed using descriptive statistic, finding out the mean of the scores in the test and the improvement of the students’ scores during the research. The qualitative data were analyzed using Constant-comparative technique proposed by Strauss and Glasser consisting of the following steps: (1) comparing incidents aplicable to each category; (2) integrating categories and their properties; (3) delimiting the theory; and (4) writing the theory.

The results of the study showed that: (1) APS can improve students’ speaking skill; (2) APS can improve students’ speaking ability in terms of: (a) raising achievement in speaking; (b) raising students’ fluency in speaking; (c) improving students’ ability to express ideas using appropriate vocabulary and grammatical form; and (d) improving students’ speaking level; and (3) APS can improve classroom situation, in terms of: (a) creating live teaching atmosphere; (b) increasing students’s participation, reducing teacher domination, providing bigger oppotunities for speaking practice, enhancing spoken activity; and (c) increasing teacher innovation and understanding about students’ potentials.

Realizing that APS technique is beneficial to improve the students’ speaking ability and imrpoving classroom situation, some suggestions are made based on the research findings: (1) English teacher should design teaching material and action plan to conduct APS technique which can be held at school regularly; (2) students should realize that they have potentials to be good speakers and open themselves to any chances of self-development in speaking; and (3) Researcher are expected to use the technique as a starting point to conduct further research in the same field.

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MOTTO

If you want a great change, change yourself

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DEDICATION

Journey in completing this thesis seems so long so that I would like to express my sincere thanks and appreciation to all those colleagues and friends whose helpful commends, support, and encouragement were invaluable to me in the preparation of this thesis, specifically, I would like to thank to:

H. Andik Bakhari, my beloved husband, for his unconditional supports and encourages from the start to finish this thesis.

My father and parents- in- law, who always motivate me to learn and pray for me days and nights.

Afif and Vania, my children, who always inspire me in every minute of my life.

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ACKNOWLEDGEMENT

The writer would like to thank Allah SWT, the Almighty for the blessing health and inspiration in leading her to complete the thesis.

She realizes that the acomplishment of this thesis would not have run well without any help from others. She wishes to give her sincerest gratitude and appreciation to:

1. The Director of Sebelas Maret University and the Head of English education of Graduate School Sebelas Maret University and also my second consultant who have given their permission to conduct the research.

2. Dra. Dewi Rochsantiningsih, M.Ed, Ph.D as the first supervisor who has given her guidance theoretically, practically, and personally in conducting the research.

3. Dr. Ngadiso, M.Pd as the second supervisor who has given his time, energy, motivation, and smile to make this thesis better than before.

4. H. Pakih, S.Pd, the Headmaster of SMPN I Kalitidu who has given his permission and support to study and to conduct this research in the school. 5. Her collaborator, Ibu Sumarminingsih, who always help her to conduct

this research

6. All of my students in 8D, whose careful work and unending patience in doing the implementation of APS technique.

She realizes that this thesis is still far from being perfect. That is why she always expects criticisms and suggestions from the readers and users in order to make improvement. However, the writer hopes that this thesis can be useful for other writers, teachers, and especially for students.

Bojonegoro, January 2010

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TABLE OF CONTENT

COVER PAGE ... i

APPROVAL PAGE ... ii

LEGITIMATION PAGE ... iii

PRONUNCEMENT... iv

ABSTRACT ... v

MOTTO ... vi

DEDICATION ... vii

ACKNOLEDGMENT ... viii

TABLE OF CONTENT ... ix

LIST OF ABBREVIATIONS... xi

LIST OF APPENDICES ... xii

LIST OF TABLES ... xiii

LIST OF FIGURES AND GRAPHS... xv

CHAPTER I I. INTRODUCTION ... 1

A. The Background of the Research ... 1

B. The Problem Statement ... 5

C. The Objective of the Study ... 6

D. The Benefit of the Study ... 6

CHAPTER II REVIEW RELATED LITERATURE ... 8

A. The Nature of Speaking ... 8

1. The meaning of Speaking Skill ... 8

2. Types of Classroom Speaking Skill ... 11

3. Characteristics of Successful Speaking Activity ... 13

4. Macro and Micro-Skill of Speaking ... 18

5. Factors Influencing Students’ Speaking Skill .. ... 20

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7. Testing Spaking ... 25

B. The Nature of Acting Play Scripts ... 30

1. The Meaning of APS ... 30

2. The Reasons for Choosing APS ... 31

3. The Steps to Run an APS Technique ... 32

4. Teacher’s Role in APS ... 33

C. Related Research ... 34

D. Teaching Speaking Using APS Technique ... 36

CHAPTER III RESEARCH METHODOLOGY ... 40

A. Research Design ... 40

B. Setting of the Study ... 42

C. Subject of the Study ... 45

D. Research Procedure ... 46

E. Technique of Collecting Data ... F. Technique of Analyzing Data ... 56 57 CHAPTER IV RESEARCH FINDINGS ... 60

A. Process of the Resarch ... 61

B. Finding and Discussion ... 95

CHAPTER V CONCLUSION, IMPLICATIION, ANS SUGGESTION... 106

A. Conclusion ... 106

B. Implication ... 107

C. Suggestion ... 107

BIBLIOGRAPHY ... 110

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LIST OF ABBREVIATION

SKL = Standar Kompetensi Lulusan KKM = Kriteria Ketuntasan Minimal CAR = Classroom Action Research OSIS = Organisasi Siswa Intra Sekolah SSN = Sekolah Standart Internasional LKS = Lembar Kerja Siswa

UAN = Ujian Akhir Nasional C = Cycle

M = Meeting T = Teacher S = Student

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LIST OF APPENDICES

Appendix Page

1. Blue Print of Test ...112

2. RPP of cycle 1...115

3. RPP of cycle 2...119

4. The Result of preliminary study... ...123

5. The Result of cycle 1... ...124

6. The Result of cycle 2... ...125

7. Recapitulation of Students’ speaking level...126

8. Field Note of Cycle 1...127

9. Field Note of Cycle2...128

10. Questionnaire Of Students’ Perception About The Action...129

11. Recapitulation of Questionnaire ...130

12. Teacher’s queationnaire... ...131

13. Students’ questionnaire...132

14. Scripts of cycle 1 ...133

15. Teacher’s Diary...134

16. Students’ comments... ...135

17. Students’ Photograph ...137

18. The Improvement of students’ score ………... 141

19. The examples of students wrong grammar ………. 142

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LIST OF TABLES

Table Page

2.1 Criteria of Fluency by Madsen ... 27

2.2 Criteria of Vocabulary by Madsen... 28

2.3 Criteria of Grammar by Madsen... 28

2.4 Criteria of Pronunciation by Madsen... 29

2.5 Scoring rubric of speaking by Hughes ... 29

2.6 Ur’s Speaking teast scale ... 30

3.1 The Implementation of CAR ... 51

3.2 The Implementation of APS ... 52

3.3 Criteria of Pronunciation Proficiency ... 54

3.4 Criteria of Grammar Proficiency ... 55

3.5 Criteria of Vocabulary Proficiency ... 55

3.6 Criteria of Fluency Proficiency ... 56

3.7 Criteria of Comprehension Proficiency ... 56

3.8 Technique of Collecting and Analyzing Data ... 58

4.1 The Summary of Finding ... 61

4.2 Result of Pre-research ... 62

4.3 Feature of Students’ speaking ... 63

4.4 Result of Interview ... 65

4.5 Problems of Speaking Difficulty ... 67

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4.7 Result of Cycle 1 ... 70

4.8 The Score of Cycle 1 ... 80

4.9 Result of Cycle 2 ... 86

4.10 The Score of Cycle 2 ... 96

4.11 Result of Cycle 3 ... 97

4.12 The Score of Cycle 3 ... 105

4.13 Summary of Research Finding ... 107

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LIST OF FEATURE AND GRAPHIC

Graph 3.1 ... 46 Graph 4.1 ... 108 Graph 4.2 ... 109

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CHAPTER I

INTRODUCTION

A. Background of the Study

Kepmendikbud No: 096/1967 states that the aim of teaching English in junior High School to the university level is to develop working knowledge of English reflected from effective reading ability, ability to understand spoken English, ability to write, and speaking ability. Moreover, it is clearly stated in

Standart Kompetensi Lulusan for speaking in the year 2008 that the students

graduated from the junior high schools are expected to be able to understand many kinds of text: narrative, descriptive, report, recount, procedure and functional text such as: advertisement, notice, label, letter, warning, brochure, etc. Besides, it is recommended for the students to be able to express idea in the simple conversation in form of transactional and interpersonal, interactive and non interactive, in formal and non formal situation to communicate in the context of daily life.

In line with this aim, students in Junior High School level are required to understand both simple written text of English and Spoken English. This is stated clearly in Curriculum of SMP Negeri 1 Kalitidu in the year 2008/2009. It says that “The Competency Standard of speaking for students to achieve is the ability to express ideas or opinion in transactional and interpersonal communication and sustain it in daily life context”.

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To most students, expressing ideas or opinion in transactional and interpersonal communication is the most important aspect of learning a foreign language like English, and success is measured in terms of the ability to carry out a conversation in the language. In classroom setting, the learner’s success in learning English should be measured in terms of their ability to converse or speak in English. Moreover, Brown (2000: 267) says that language acquisition is considered successful if someone can demonstrate his/her ability to speak in the target language. Therefore, it is essential that the teaching of English be directed to achieve speaking skill. That is why discussion, question and answer, drama, games, and role play are recommended in the classroom teaching learning activities.

All those learning activities require both reading and writing skill and emphasize the importance of teaching listening and speaking skill. To support those skills, there are some activities applied in SMPN I Kalitidu to improve the students’ ability in speaking English such as: English Conversation, English Day, and English broadcasting program. The good side of those activities is that some students of SMP Negeri 1 Kalitidu often got the champions in some English Contest in Kalitidu sub district level or even in region level.

To whatever extent, the problem faced by SMP Negeri 1 Kalitidu students according to the process of teaching and learning is speaking skill. Among the English teaching learning, those are reading, speaking, writing, and listening; students’ speaking skill is the lowest. From the explanation of the problem above, the researcher chooses the Classroom Action Research to improve or solve the

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students speaking problem in the eighth year of SMP Negeri 1 Kalitidu. The researcher observed that the problem existing in SMP Negeri I Kalitidu is indicated by the following indicators: indicators related to the competence and indicators related to the situation of the class. Indicators related to the competence are: (1) most of the students do not have adequate vocabularies to support them to speak English; (2) students also have problems with English sentence patterns. They seemed confused to arrange words in English; (3) the students could neither pronounce the words correctly nor speak in a proper intonation; (4) students’ achievement in English speaking is below Kriteria Ketuntasan Minimal (KKM); and (5) the students neither achieve fluency nor accuracy in speaking English. Meanwhile, the indicators related to the situation of the class are: (1) the students show low participation in speaking class; (2) the class observed is a teacher- centered speaking class. It is the teacher who does most of the speaking. Teacher uses course book without providing any communicative activities to prompt the students’ speaking; (3) there is no interaction built except daily formal conversation when the teacher greeted the students; (4) the activities of learning speaking focus on the activities which are not promoting the speaking performance; and (5) the atmosphere in class is not cheerful and fun.

Those problems arise because there are some causes which make speaking still need more attentions. They are: (1) the teacher rarely conducts real speaking activities in speaking class. Teacher often gives the students task to write what they have just learnt.; (2) Students have no rehearsal time to practice or to express their own English, and there is no special allocation time to evaluate students’ speaking skill at the end of semester; and (3) The teachers are not aware that

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variation techniques used in the process of teaching and learning is very important for students.

Acting Play Scripts (APS) technique is used in this research because it is necessary to give an interesting technique to increase students’ skill in speaking. APS is one of the teaching speaking techniques in which the students have to act out the short written sketches or scenes in group of two, three or four. They have to create their scripts based on the topic given, memorize it and at last they have to act their scripts out in front of the class. This technique is suitable with the characteristics of successful speaking activity. The characteristics are: the learners talk a lot, as much as possible, participation is even, motivation is high, learners are eager to speak because they are interested in the topic and have something new to say about it, and language is of an acceptable level learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy. APS also requires social interaction and negotiation of meaning among heterogeneous group members in which they have to help each other.

The reasons for choosing APS according to Dougill (1987: 22) are that “In scripts there is language value. Scripts provide a rich source of

comprehensible input in language that is natural and spoken”. The second reason: scripts are of such value because they offer psychological security to the students. Scripts also answer the child’s desire for structure, and for a secure starting point (Dougil, 1987: 23).

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APS is really not a threatening activity because the students work in groups in which they can discuss the problems together; they have enough time to write the Scripts in which the students can discuss about the choice of words, the grammar, and the intonation to perform their Scripts dramatically. Comprehension is also involved in this technique so that the students can interpret the content of the Scripts, the style, and the characterization. Without threatening environment, the students are confident in speaking and by having self- confidence the students are motivated to involve in those activity.

Knowing that there are positive benefits of implementing this technique, the researcher expects that APS technique can change the passiveness of the students in the classroom activities directly into an active learning and trigger the students to interact fluently each other in the target language.

B. Problem Statements

Based on the background of the study, the writer would like to know whether the use of “Acting Play Scripts” in teaching speaking skill can improve the students’ English speaking skill. The problems can be formulated as follows:

1. Can Acting Play Scripts Technique improve the students’ speaking skill?

2. To what extent Acting Play Scripts Technique improves the students’ speaking skill?

3. How is the situation when the Acting Play Scripts technique is implemented in class?

xxi C. The Objectives of the study

Based on the problem statement, the objectives of this research are:

1. To identify whether Acting Play Scripts technique can improve students’ speaking skill.

2. To know to what extent Acting Play Scripts technique improve students’ speaking skill.

3. To describe class situation when Acting Play Scripts technique is implemented in speaking class.

D. The Benefits of the Study

1. For Students:

a. To create students skill in speaking in daily life.

b. To provide revelation of learning English and practice for their speaking in meaningful way.

c. To motivate students to practice speaking English fluently.

d. To create an interesting and comforting atmosphere in the classroom. e. To increase students motivation to master English Speaking skill. 2. For teacher (as a researcher):

a. To make create joyful learning in speaking class

b. To enlarge the mind set of teaching speaking in the teaching learning process.

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3. For other teachers:

a. As a reference for those who want to conduct a research in English teaching process.

b. As an input of knowledge in English teaching process.

4. For English Education Department:

xxiii CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of the following sections: the theoretical description and action hypothesis. Meanwhile, the theoretical description consists of the explanation of speaking skill, drama, and communicative language teaching. Here the writer tries to elaborate the further discussion of each section above.

A. The Nature of Speaking

1. The Meaning of Speaking Skill

Speaking is a speech production that becomes a part of our daily activities. Most of speaking activities are in the form of face-to-face dialogue; therefore speaking involves interaction (Thornburry, 2005: 8).

Spoken English has different characteristics with the written form. Harmer (1998: 49) states saveral characteristics of English as spoken language, as follows: first, people speak in incomplete sentence. Second, speakers must rrepeat what each other says. Third, speakers tend to apply contractions. Another characteristic in spoken language is paralinguistic feature (Harmer, 1998: 49). Paralinguistic feature refers to non-linguistic ways in which speech can be affected. These include the tone, expression, and body language.

Harmer (1991: 46) states that when people are engaged in talking to each other, they are doing so for good reasons:

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a. They want to say something

When people want to speak, it means that there is a definite decision to address other people. People need to speak, otherwise they will keep silent.

b. They have some communicative purpose

Speakers say things because they want something to happen as a result of what they say, such as giving some information or expressing pleasure. The important thing is the message they wish to convey and the effect they want it to have.

c. They select from their language store

Speakers have an infinite capacity to create new sentences. In order to achievethis communicative purposes they will select from the “store” of language theypossess. That is the language that they think appropriate for this purpose.

The process of speaking involves three stages namely conceptualization, formulation, and articulation (Thornburry, 2005: 9). Formulation refers to the mapping of the idea in the mind. When the idea has been mapped out, then it is formulated. Formulation involves the making of strategic choices at the level of discourse, syntax, and vocabulary. What has formulated is then articulated. Articulation involves the use of the organ of speech to produce sounds. The processes of articulation are engaged by forming vowels and consonants and then combined into phonemes (Thornburry, 2005: 5).

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Thornburry (2005: 4) proposes basic knowledge that enabling speech in a second language, they are:

a. A core grammar

b. a core vocabulary of at least 1000 high frequency items c. some common discourse markers

d. a core “phrase book” of multi-word units (chunks)

e. formulaic ways of performing common speech acts, such as requesting or inviting.

f. mastery of those features of pronunciation that inhabit intelligibility.

Harmer (1991: 50) suggests three stages in teaching speaking, namely introducing new language, practice, and communictive activities.

a. Introducing new language

Intoducing stage is often called presentation. Teacher often works with controlled technique, such as asking students to repeat and perform in drills. Teacher usually insists in accuracy. There is correction on students’ mistakes. Drilling abbondoned as soon as possible because it is very important in helping students to assimilate with the new language and enabling them to produce new language for the first time.

b. practice

During practice time the teacher may intervene slightly to help guide and point out inaccuracy.

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c. communicative activities

Communicative activities are those which exhibit the characteristics at the communicative end of the lesson. Students are involved in activities that give them both the desire to communicate and a purpose which involve them in a varied use of language.

Another opinion about speaking is stated by Widdowson (1978: 58). He says that speaking has two meanings. First, it refers to the manner in which language is manifested. Second, it refers to the manner in which language is realized as communication.

Mackey (2007: 13) states that speaking is oral expression that involves not only the use of the right patterns of rhythm and intonation but also right order to convey the right meaning. In addition, Nunan (1991: 390) states that mastering the art of speaking is the single most important aspect of learning a second or foreign language and success is measured in term of the ability to carry out a conversation in the language.

2. Types of Classroom Speaking Skill

According to Brown (1994: 266), there are six types of speaking skill that the students are expected to carry out in the classroom. In this section, the six types of speaking skill are presented as follows:

a. Imitative

In this type of performance, the students are asked to repeat or imitate the teachers’ speech or speech of tape recorder. Imitation of this kind is carried out

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not for the purpose of meaningful interaction, but for focusing on some particular elements of language form. In other words, this activity focuses more on form rather than on meaning. Such activity is also called “drilling”. Drills offer students an opportunity to listen and to orally repeat certain strings of language that may pose some linguistic difficulties- either phonological or grammatical. They offer limited practice through repetition. Furthermore, Brown says that drills can help to establish certain psychomotor pattern and to associate selected grammatical forms with their appropriate context.

Brown’s statement above can be interpreted that drilling is still important and for teaching speaking, mainly pronunciation and intonation as long as it is not overused and students know why they are doing the drill.

b. Intensive

In this type of skill, students deal with their linguistic difficulties-either phonological or grammatical aspect of language. Brown states that intensive speaking goes one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspects of language. Intensive speaking can be in form of self-initiated or it can be part of some pair work activity, where learners are ‘going over’ certain forms of language.

c. Responsive

In this type, students may give short replies to teacher or even students have an initiative for asking questions or comments. Students’ responses are

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usually sufficient and do not extend into dialogues. However, such speech can be meaningful and authentic.

d. Transactional (dialogue)

Here, students are involved in exchanging specific information with their conversational partners. This activity is carried out for the purpose of conveying or exchanging specific information. Brown (1994: 266) says that transactional language is an extended form of responsive language. It may have more of a negotiate nature than merely responsive speech.

e. Interpersonal (dialogue)

The students actively participate in the authentic give and take of communicative interchange. This type of activity is carried out more for the purpose of maintaining social relationships than for the transmission of facts and information. It deals with the factors of casual register, colloquial language, emotionally charged language, slang, ellipsis, sarcasm, and a covert agenda.

f. Extensive (monologue)

The students are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. This skill is used to develop students’ global oral ability of producing spoken language which is more formal deliberative.

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Ur (1996: 121) identifies four problems that may hamper the successful of speaking class as follows:

a. Inhibition.

Speaking activities require real context and exposure to an audience. This often makes students inhabited in speaking in front of others. Students may be worried or afraid of making mistakes and being humiliated.

b. Nothing to say

Students often cannot think and find any words to say even though they may have some vocabularies and knowledge about the topics.

c. Low or uneven participation

Speaking class may face this problem, especially in big classes. Students must wait for their turn to speak and before they have chance to speak, the time is over. A talkative or smart student who dominates the speaking will make this problem worse.

d. Mother tongue use

The use of native language during speaking activities will hamper the use of the target language.

Chaney (1998: 13) defines that speaking as the “process of building and sharing meaning through the use of verbal and non-verbal symbol in variety context”. Speaking involves three areas of knowledge: pronunciation, grammar,

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and vocabulary. Speaking is also the ability to use the right words in the right order with the right pronunciation.

From the definitions above, it can be concluded that speaking is ability to say something which involves the ability in using the words in the correct order, correct pronunciation, right grammatical form, and meaningful context (fluency) and choosing the appropriate words or vocabularies in the process of interpreting and negotiating meaning in conveying messages to establish and maintain social relationship.

To create a successful speaking class and to solve the problems mentioned above, Ur (1996: 121-122) suggests the teacher to use activities as the following:

a. Use group work

In line with Ur’s opinion, Brown (2000: 178) states that group work can prompt interactive language, offer a comfortable affective climate, promote students responsibility and a move toward individualizing instruction.

b. Base the activity on easy language

Teachers should recognize the level of the students’ language and provide an easy activity to recall and produce.

c. Make a careful choice of topic and task to stimulate interest

Teachers should choose an interesting topic and task for the students in order to motivate their interest in the activity provided.

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Giving instruction or training on how discussion should be performed will ensure that the activities work well. There should be clear rules how discussion will be done and each student is given specific roles to get involved in it.

e. Keep students speaking in the target language.

Teachers should monitor the students in speaking class to make sure they speak well at their best ability. To help teachers do this job, they can ask some students to monitor the others in turn.

Kayi (2006) suggests some considerations for English language teachers while teaching speaking:

a. Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials, and shared knowledge.

b. Try to involve each student in every speaking activity; for this aim, practice different ways of students’ participation.

c. Reduce teacher speaking time in class while increasing students speaking time. Step back and observe students.

d. Indicate positive signs when commenting on a students’ response.

e. Ask eliciting questions such as “What do you mean? How did you reach that conclusion?” In order to prompt students to speak more.

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g. Do not correct students’ mistakes in pronunciation very often while they are speaking. Correction should not distract students from his or her speech.

h. Involve speaking activities not only in class but also out of class; contact parents and other people who can help.

i. Circulate around classroom to ensure that students are on the right track and see whether they need your help while they work in groups or pairs.

j. Provide the vocabulary beforehand that students need in speaking activities.

k. Diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.

Ur (1999: 120) says that the characteristics of a successful speaking activity are as follows:

a. Learners talk a lot

The students talk as much as possible. All of the period of the time allotted to the activity is in fact occupied by learners talk. This may seem obvious, but often most time is taken up with teacher talk or pauses.

b. Participation is even.

Classroom discussion is not determined by a minority of talkative participants; all get chance to speak and contributions are fairly evenly distributed.

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c. Motivation is high

Learners are eager to speak because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective.

d. language is of an acceptable level.

Learners express themselves in utterances that are relevant, easily comprehensible to each other, and of an acceptable level of language accuracy.

From the statements above, it can be concluded that someone owns a certain language speaking competence if he/she can produce oral language to participate in any kind of activity. He/she can also respond the other ones’ speaking to maintain his/her social relationship. Besides, his/her language is acceptable and easily comprehensible at the level of language accuracy.

4. Macro and Micro-skill of Speaking

Brown (2003: 142-143) explains that a list of speaking skills can be drawn up for the purpose to serve as a taxonomy of skills from which we will select one or several that will become the objective of an assessment task. The micro-skills refer to producing the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units. The macro-skill implies the speaker’s focus on the larger elements: fluency, discourse, function, style, cohesion, nonverbal communication, and strategic option. The micro and macro-skills total roughly 16 objectives to assess in speaking are described as follows:

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1) Producing difference among English phonemes and allophonic variant. 2) Producing chunks of language of different length.

3) Producing English stress patterns, words in stressed position, rhythmic structure, and intonation contours.

4) Producing reduced forms of words and phrases.

5) Using an adequate number of lexical units (words) to accomplish pragmatic purposes.

6) Producing fluent speech at different rates of delivery.

7) Monitoring one’s own oral production and use various strategic devices- pauses, fillers, self-corrections, backtracking- to enhance the clarity of the

message.

8) Using grammatical word classes (nouns, verbs, etc), systems (e.g. tense, agreement, pluralization), word order, pattern, rules, and elliptical forms.

9) Producing speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.

10)Expressing a particular meaning in different grammatical form. 11)Using cohesive devices in spoken discourse.

b. Macro-skills

1) accomplishing appropriately communicative function according to situations, participants, and goals.

2) using appropriate styles, registers, implicative, redundancies, pragmatic conventions, convention rules, floor keeping and yielding, interrupting,

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and other sociolinguistic features in face-to-face conversations.

3) conveying links and connections between events and communicate such relations as focal and peripheral ideas, events, and feelings, new

information and given information, generalization and exemplification.

4) conveying facial features, kinesics, body language, and other nonverbal

cues along with verbal language.

5)developing and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for help, and accurately assessing how well your interlocutor is understanding you.

As we consider designing tasks for assessing spoken language, these skills can act as a checklist of objectives. The macro-skill has the appearance of being more complex than the micro-skill; both contain ingredients of difficulty, depending on the stage and context of the test-taker.

5. Factors Influencing the Students’ Speaking Skill

There are some influential factors in developing the speaking skill. The factors that influence the speaking skill of the students are interest, motivation, and environment. The explanation of each factor is as follows:

The first one is the students’ interest. The students’ interest to study and practice the speaking skill is an important factor. By having strong interest, the learners will try to give great attention to improve their speaking. They will

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manage some activities that enable them to increase their skill. Besides, the desire to learn is strengthened (Alexander, 1976: 17).

Dealing with the above opinion, it is necessary to know that one of the causes of the failure in teaching English at school is that the teacher still teaches with the routine activities without considering that it will make the students bored, and lost their attention to the teaching and learning process. As the result, the students will not be able to catch the lesson easily because of their lost interest and participation, as stated by Douglas “Routine activities in learning can make the students bored. As the result, their motivation and participation in learning will decrease.” (1987: 48).

Here, interest becomes a crucial factor in deciding on classroom practice for teaching the students. So, the teacher should apply the suitable teaching technique which enables to increase the students’ interest for learning in the classroom. In other word, the technique used by the teacher in teaching English to the students especially speaking skill should be able to create an interesting atmosphere so that the students will be able to be comfortable, enthusiastic, excited, and interested in joining the lesson in the teaching learning activity.

The second one is the students’ motivation. Ur (1999: 274) states that various studies have found, that motivation is very strongly related to achievement in language learning. The abstract term ‘motivation’ on its own is rather difficult to define. It is easier and more useful to think in terms of the ‘motivated’ learner: one who is willing or even eager to invest effort in learning activities and to

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progress. Learners’ motivation makes teaching and learning immeasurably easier and more pleasant, as well as more productive.

Furthermore, Ur (1999: 275) says that the authors of a classic study of successful learning come to the conclusion that the most successful learners are not necessarily those to whom a language comes very easily; they are those who display certain typical characteristic, most of them clearly associated with motivation. Some of these are: first, the learner has positive task orientation. He/she is willing to tackle tasks and challenges, and has confidence in his or her success. Second, the learner has ego involvement. He/she finds it important to succeed in learning in order to maintain and promote his/her own self image. Then the learner also has a need for achievement. He/she has a need to achieve, to overcome difficulties and succeed in what he or she ought to do.

Next, the learner has high aspiration. He/she is ambitious, goes for demanding challenges, high proficiencies, top grades. Fifth, the learner has goal orientation. He/she is very aware of the goals of learning or of specific learning activities, and directs his or her efforts towards achieving them. While the sixth, the learner has perseverance. He/she consciously invests a high level of effort in learning, and is not discouraged by setback or apparent lack of progress. Lastly, the learner has tolerance ambiguity. He/she is not disturbed or frustrated by situation involving a temporary lack of understanding or confusion; he/she can live with these patiently, in the confidence that understanding will come later.

Then, the third one is the students’ environment. Environment is an important factor in gaining the speaking skill. One of the reasons for his failure to

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learn or maintain his second language is no contact between the learners and the community in which the language is spoken. The components of this factor can be home environment, school environment, community environment, etc.

Based on the statements above, it can be concluded that the successful student depends on their interest, motivation, and environment surrounding them. It means that the students should motivate themselves to achieve English, although there are extrinsic factors influencing their study. However, the intrinsic interest and motivation has stronger influence than extrinsic ones.

6. Task Types of Speaking Activities

It has been admitted before that the students who study a language have a desire to speak a language. There are many activities which can support the speaking skill. It is stated by Yusnani Lubis (in Suharno, 1998: 27) that there are fourteen types of communicative activities. But in this case, it would be explained four of them: retelling a story, role-play, dialogue and drama.

a. Retelling story is an oral activity to retell a certain topic which is from a simple story that is easily to be kept remembers, either in reading or writing forms. b. Role-play is a sort act in language learning that the students should be asked to

imagine themselves in a situation which could occur outside the classroom or they should be asked to adopt a specific role in his situation, even sometimes they should behave as if the situations are really exist, in accordance with their roles.

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c. Dialogue is a short conversation between two persons. It can be presented as language model in the manipulative phase of language learning. The learners in this case are grouped into pairs. The teacher’s role is to prepare the students linguistically for what they have to say and to provide props which serve as stimuli for conversation. In this case the learner is given a task to fill in a form which contains the information about his partner. In order to do this, each learner in turn must ask question and supply answer. As a final activity, random learners are asked to tell in narrative form.

d. Drama is a more formalized form of role-play, with a preplanned story line and script. Sometimes small groups may prepare their own short dramatization of some even, writing the script and rehearsing the scene as a group. This may be more commonly referred to as a “skit”. Longer more involved dramatic performances have been shown to have positive effects on language learning, but they are time consuming and rarely can form part of a typical school curriculum.

According to Scrivener (1994: 69), there are six types of drama activity which are commonly found in English language teaching classrooms:

a. Role-play. Students act out small scenes using their own ideas or from ideas and information on role-cards.

b. Simulation. This is really a large-scale role play. Role-cards are normally used and there is often background information as well. The intention is to create a much more complete, complex ‘world’, say of a business company, television studio, government body, etc.

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c. Drama games. Short games that usually involve movement and imagination.

d. Guided improvisation. A scene is improvised. One by one the students join in character, until the whole scene and possibly story take on a life of their own.

e. Acting play scripts. Short written sketches or scenes are acted by the students.

f. Prepared improvised drama. Students in small groups invent and rehearse a short scene or story that they then perform for the others.

7. Testing Speaking

Speaking is a part of our daily activity that most of it takes the form of face to face dialog, so speaking involves interaction (Thornburry, 1998: 8). In line with this, speaking test is different from the type of written test for it has specific features to apply. Weir (1998: 73) suggests that testing speaking should be built on a number _{of dynamic characteristics of actual communication such as}

unpredictable, in a realistic context, involving interaction, purposive, interesting and motivating; with positive washback effect on the material preceded test.

There are many techniques to conduct oral or spoken test. The most commonly used spoken test types are suggested by Thornburry (2005: 124-125) as follows:

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An interview is conducted by calling out individuals one by one for their interviews. Interview is easy to set up but it is not conductive to test informal, conversational speaking style. The effect of interviewer, such as style of questioning is difficult to eliminate.

b. Live monologue

The candidates prepare and present a short talk on a pre-selected topic. This type of test eliminates the interviewer effect and provides evidence of the candidates’s ability to handle on extended turn, which is not always possible in interviews. Other students can be involved as audience in question and answer session so the speaker’s ability to speak interactively and spontaniously can be coped in the test.

c. Recorded monologues

Recorded monologue is less stressful than a more public performance. It is more practicable than life-monologue. Learners can record themselves on cetain topic talk. The assessment of recorded monologue can be done after the event, and the result can be triangulated.

d. Role plays

A learner must perform a certainrole in a classroom. Another role can be performed by another student or teacher.

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These are similar to arole plays except that the learners are not required to assume a role but simply to be themselves. The learner’s interactive can be observed in circumstances that closely appoximate real-life language use.

Thornburry (2005: 127) proposes two main ways of scoring in spoken test: holistic scoring and analytic scoring. In holistic scoring, a single score is given on the basis of overal scoring. In analytical scoring, a separate score is given for different aspects of the task. Holistic scoring is quicker to apply; it is adequate for informal testing of progress. Holistic scoring requires the involvement of more than one scorer. Analytic scoring is longer and it compels testers to take a variety of factors into account. However, the scorer may be distracted by all the categories and lose sight of the overall picture.

In line with the describtion above, Madsen (1983: 167) states that holistic scoring is used to evaluate a wide variety of criteria simultaneously such as appropriateness, fluency, grammar, vocabulary, and pronunciation. He states that the holistic scoring concentrates on communication while not overlooking the components of speech. In this type of scoring, the rating scale can be adapted for the use of teachers, and teachers can prepare their own scale (Madsen, 1983: 169-170). The scale is applied to achieve the consistency in scoring.

Table 2.1 Criteria of Fluency proficiency by Madsen Score Indicator

21-25 Fluent communication 16-20 Good communcation 11-15 Satisfactory

6-10 Communication hesitant 0-5 Communication minimal

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Table 2.2 Criteria of vocabulay proficiency by Madsen Score Indicator

21-25 Wholly appropriate 16-20 Few limmitation 11-15 Sometimes limited

6-10 Limitation affected the task 0-5 Inadequate for the task

Table 2.3 Criteria of Grammar proficiency by Madsen Score Indicator

21-25 Clear and appropriate use of grammar 16-20 Few inaccurance grammar

11-15 Inaccuracy of grammar do not serously impede understanding 6-10 Inacuracy of grammar do not impede understanding

0-5 Inacuracy of grammar makes understanding almost impossible

Table 2.4 Criteria of Pronunciation proficiency by Madsen Score Indicator

21-25 Clear pronunciation

16-20 Few inaccurate pronunciation

11-15 Inacuracy of pronunciation do not seriously impede understanding 6-10 Inaccuracy of pronunciation do not impede understanding

0-5 Inaccuracy of pronunciation makes understanding almost impossible

Hughes (2003: 131-132) designs a scale to score speaking. In Hughes scale, the students are tested on comphrehension, fluency, grammar, vocabulary, and pronunciation. They can get a maximum of ten scoring in each of these aspects. The scoring rubric by Hughes are as follows (the more detail data can be seen in Table 3):

Table 2.5 scoring rubric of speaking test by Hughes

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1-10 1-10 1-10 1-10 1-10

It is stated by Ur (1996: 34) that there are nine reasons for conducting a test. A test can be used as a means to:

a. Give the teacher information about where the students are at the moment, to help to decide what to teach;

b. Give the students information about what they know, so that they also have an awareness of what they need to learn or review;

c. Asses for some purposes external to current teaching (a final grade for the course, selection);

d. Motivate students to learn or review specific materials; e. Get a noisy class to keep quiet and concentrate;

f. Provide a clear indication that class has reached “station” in learning, such as the end of a unit, thus contributing a sense of structure in the course as a whole;

g. Get students to make an effort (in doing the test itself), which is likely to lead to better result and feeling of satisfaction;

h. Give students task which themselves may actually provide useful review or practice, as well as testing;

i. Provide students with a sense of achievement and progress in their learning.

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Ur (1996: 135) designs a scale to score speaking test. In Ur scale, the students are tested on fluency and accuracy. They can get maximum of five in each of these aspects and ten points in all.

Table 2. 6 Ur’s speaking test scale

Accuracy Fluency

Little or no language is produced. Poor vocabulary, mistakes in basic grammar, may have very strong foreign accent.

Adequate but rich vocabulary, makes obvious grammar mistakes, slight foreign accent.

1 2

3

Little or no communication. Very hesitant and brief utterances, sometimes difficult to understand. Get idea across, but hesitaantly and briefly

1 2

3

Good range of vocabulary, occational grammar slips, slight foreign accent. Wide vocabulary appropriately used, virtually no grammar mistakes, native-like or slight foreign accent

4 5

Effective communication in short turn. Easy and effective communication, uses long turns,

4 5

Out of the speaking scales stated by Madsen, Hughes and Ur above, there are many other scales in assessing speaking performance. The ranges of scores and the kinds of skills included may be not the same. But, as a whole, what is evaluated in speaking test is ability of English such as pronunciation, grammar, vocabulary, fluency, and comprehension. Based on the language components which are evaluated in the research, the researcher decided to use Hughes’s speaking skill because these five aspects of speaking were completely stated.

B. The Nature of Acting Play Scripts Technique

1. The Meaning of Acting Play Scripts

According to Scrivener (1994: 69), APS is short written sketches or scenes which are acted out by the students in front of the class. It is an excellent way to

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get students to use the language. It essentially involves using the imagination to make oneself into another character, or the classroom into a different place. It can be a starting point for exciting listening and speaking work and it can be utilized as a tool to provide practice in specific grammatical, lexical, functional or phonological areas.

Related to the theory above APS can improve the learners’ speaking skill in any situation, and help the learners to interact. As for the shy learners, APS help by providing a mask, where learners with the difficulty in conversation are liberated. In addition, it is fun and most learners will agree that enjoyment leads to better learning. Therefore, based on the above description, the writer believes that APS can give an appropriate contribution to solve the students’ English speaking problem.

2. The Reasons for Choosing Acting Play Scripts

APS is chosen as one of the tasks in the teaching activities to create the situation for learners to actively interact in the language, thereby making the learning language more meaningful. At the same time, the learners are introduced to the different styles-listening, remembering, discussing, writing, and presenting. The students are hoped to be able to improve and enhance their own ability in mastering of speaking competence in their daily life communicatively and actively.

The following is the main reason stated by Scrivener (1994: 69) that bringing the outside world into the classroom in this way we can provide a lot of useful practice (in cafes, shops, banks, streets, zoos, parties, etc.) that would

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otherwise impossible. There can also be a freeing from the constraints of culture and expected behavior; this can be personally and linguistically very liberating. Curiously, it is sometimes the shyest students who are most able to seize the potential.

Next, some people are learning English to prepare for specific roles in their lives: people who are going to work or travel in an international context. It is helpful for these students to have tried out and experimented with the language they will require in the friendly and safe environment of a classroom. For these students, APS is very useful dress rehearsal for real life. It enables them not only to acquire set phrases, but also to learn how interaction might take place in variety of situations.

Furthermore, APS helps shy students by providing them with a mask. Some more shy members of a group may have a great deal of difficulty participating in conversation about themselves, and in other activities based on their direct experience. These students are deliberated by APS as they no longer feel that their own personality is involved.

The most important reason for using APS is that it is fun and motivating. Quieter students get the chance to express themselves in a more open. The world of the classroom is broadened to include the outside world – thus offering a much wider range of language opportunities. Lastly, the real situations can be created and the students can take the benefits from the practice.

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According to Scrivener (2004: 70), APS technique provides the possibility of practicing a lot of vocabularies in a useful and interesting way. There is also scope for use of functional language like: apologizing, refusing, offering help, asking for opinion, agreeing/ disagreeing, denying, praising, congratulating, etc. That is why; he gives some guidelines to run this technique. The steps are as follows:

a. Make sure that the students understand the idea of APS. The teachers should explain to the students that they know what is going to happen, what should they do and whether they are comfortable to do that or not.

b. Make sure that the situation is clear.

c. Allow the students to write the scripts in the right structure, let them open the dictionary to find the proper words, and also give time to memorize the scripts.

d. Give them time to prepare their ideas before the speaking starts

e. And at last, when the activity of speaking starts, encourage the students to improve rather than rely on prepared scripts. This condition will make them more relax and could create a natural situation in class.

4. Teacher’s Role in Acting Play Scripts

It is stated by Brown (2001: 167-168) that there is a spectrum of possibilities of teacher’s roles which are more conducive to creating on interactive classroom.

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a. The teacher as controller

In this role, teacher is a “master” controller, always in charge of every moment in the classroom. Master controller determines what the students do, when they should speak, and what language forms they should use. A teacher can often predict many students’ responses because everything is mapped out ahead of time.

b. The teacher is the director

The teacher is like a conductor of an orchestra so the teacher’s job is to keep the process flowing smoothly and efficiently.

c. The teacher as manager

The teacher is as one who plans lessons, modules, and courses and who structures the larger, longer segments of classroom time.

d. The teacher as facilitator

A less directive role might be described as facilitating the process of learning, of making learning easier for students. The facilitator capitalizes on the principle of intrinsic motivation by allowing students to discover language through using it pragmatically, rather than by telling them about language.

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In this role, the teacher is available for advice and counsel when they look for it.

C. Related Research

The research which will be done in SMP Negeri 1 Kalitidu is related to the previous research done by Anis Dian SMA Negeri 2 Bojonegoro and Suharno from SMP Negeri 1 Wonogiri. Both of the researchers conducted this research in improving students’ speaking skill through Role Play and Small Group Work. It is clear that Role Play and Small Group Work (problem solving) in decision making belong to communication activities.

1. The research done by Anis Dian Hartini, entitled “Improving Speaking Performance of the Second Year Students at SMA Negeri 2 Bojonegoro Trough Small Group Work”. In the year 2007, proved that Small Group Work is effective to: (1) Increase the number of students who activity involved in the speaking activity; (2) Increase students’ confidence and self- initiatives to use English for their oral communication. The students make a progress or improvement in some aspects of language components, mainly Grammar, vocabulary, fluency, comprehensibility, and pronunciation; (3) to create a good and natural class atmosphere; (4) to create a cooperative situation among students; and (5) to provide students ample opportunities to practice their English orally in more natural and interactive situation.

2. The research done by Suharno, entitled “Improving students’ English Speaking Using Role Play” in the year 2007, proved that Role Play is effectively increase students’ motivation and interest to study English

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especially English Speaking. The use of Role Play improved and enhanced the students’ speaking competence. And the last, the use of Role Play teaching technique really improves the students’ achievement in Learning English especially in English Speaking.

Moreover, Kemmis states that classroom action research is a concept of doing X to improve Y. It is held because there is one or more problems found in something or because the belief that the condition of something is not good and needs improvement (Ngadiso in Siti Zulaihah, 2007: 3). In this case Acting Play Scripts is the X variable while speaking skill is the Y variable. The researcher will apply APS technique to improve students’ speaking skill. The researcher will record all the students’ activities regarding their attitude, respond and progress in speaking skill. The research will be implemented in the form of collaborative action research by inviting one of the English teachers in SMP Negeri 1 Kalitidu. This research will be done in four steps of planning, acting, observing, and reflecting.

D. Teaching Speaking Using Acting Play Script Technique

In general, the students will be successful in their learning if they are involved to participate into the teaching learning process in classroom. It means that there will not be a positive result if they are not involved in the teaching learning actively and interactively. The more students participate in teaching learning process, the better and the sooner they achieve what they are learning. Moreover, the students’ learning related to their English speaking skill is very important.

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The success of learning cannot be separated from the role of the teaching which is done by the teacher. It means that the teacher has a very important role to create the atmosphere of the class in order that the students are able to be interested and take part in teaching learning process interactively and effectively. It is suggested by Lewis (in Suharno, 2005: 28) that how classroom learning can be more effectively managed to produce the desired outcomes of language learning, that is, for learners ought to use the new language for a variety of communicative purpose and context, so that, the objective of teaching learning process can be reached optimally and successfully.

One of the students ‘successes in speaking English learning depends on the teacher’s role in managing the class and using the teaching technique in the classroom. Therefore, the teacher has to be able to decide to take the appropriate teaching technique to facilitate the students’ learning English. In this case, one of the most appropriate teaching techniques that can be applied by the teacher to overcome the students’ problem dealing with English speaking competence is APS.

According to some experts, APS has some meanings, however the writer tries to make conclusion that it is one of teaching technique which is used to develop fluency in students’ language, promote interaction among the students in the classroom, and increase motivation to the students’ learning.

The students’ problem is that their English speaking skill is still low. It can be seen from the recorded mark that the writer got; mostly speaking skill mark is still lower than others or under the minimum required score or Kriteria

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Ketuntasan Minimal (KKM) . Besides, based on the writer’s observation, most of

the students are still shy, nervous, and lazy to use or to express their own English orally and communicatively in their daily activities either inside or outside the class. When the writer asked them about the causes which made them behave like that, some of them said that they were not accustomed to using it, so they felt unconfident. They were mostly afraid to make mistakes and to be laughed by someone else.

In another side, when the writer asks the English teacher about the way to teach English speaking, she said that she stressed the dialogue comprehension in which the text has been stated in the packet book rather than created by the students to be more active, interactive, and productive to use their own English orally. It means that the students should be led to rehearse their own English orally. They have to be asked not only to comprehend the structured dialogue but also to practice it. At last, they are asked to produce their own English words to use them in certain situation. So, they must be creative, innovative, and productive.

From the four of language skill, speaking is regarded the mostt important skill. Speaking skill becomes the indicator of someone knowledge in a language. Someone who knows the language is the speaker of that language. Therefore, the teaching and learning English in the classroom has an aim for developing students’ ability in speaking. However, the fact in my class shows that most of students have low ability in speaking.

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The students’ difficulty is caused by: the limmited English vocabulary, students’ difficulty in applying sentence pattern, students’ low ability in pronouncing words, students’ fluency in speaking English, and low motivation in participating in speaking activity caused by shyness and embarrassment in making mistakes.

The situation is worsening by teacher’s choice of teaching technique. Teacher doesn’t apply active learning. She doesn’t explore students’ potential for speaking as she uses grammar-translation method. The limmited time to practice speaking makes the problem getting worse.

The problem above can be solved by applying APS technique in teaching speaking. It is also because APS gives natural context for using target language in the classroom. There are a lot of chances for the students to interact in English in acting the plays. Besides, it encourages students’ active learning. It is also motivated and familiar to the students for the choice of the material can be adopted to students’ interests as well as the real world need. The procedure of APS technique can be shown as follows:

1. the teacher introduces to the students about APS technique and how to apply it.

2. the teacher recalls the students’ memory about the related tenses.

3. the teacher and the students discuss related vocabularies and learn how to pronounce the words properly.

4. the students work with their group to compose the sripts about the topic given.

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5. the students memorize the scripts and act it out in front of the class. Related to the previous description of the related theories and basic assumption above, it is believed that APS technique can improve students’ ability in speaking. Last but not least, APS technique is able to fulfill the requirement of good speaking technique in teaching and learning process. It is assumed that APS can help the students to improve the aspect of speaking such as: pronunciation, grammar, vocabulary, fluency, and comprehension as well as how the situation of the class when the APS technique is implemented in teaching and learning speaking class.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter covers the following sections: research design, setting and subject of the study, research procedure, problem identification, planning of action (designing the lesson plan, selecting drama activities and deciding the criteria of success), and implementation of the action, observation, and reflection.

A. Research Design

In this study, the researcher uses Classroom Action Research design. This study is a phenomenological one because it is designed to describe and interpret the researcher’s own experience and problem in her daily teaching practice which focuses on a group of students in a certain class. As defined by Mills (1997: v) CAR has the potential to be a powerful agent of educational change. For English learning, CAR aims at discovering learning-teaching strategies that match learners’ style and strategies in learning English. CAR may be done in several cycles each of which is repeated in the next cycle if the result is not satisfactory yet with the better revised lesson plan. Each cycle begins with planning, implementing the plan, observing the implementation, and reflecting or evaluating the process and the result of the implementation. The result of the reflection determines the next cycle. It can be said that the developing teaching strategies is expected that the teachers may solve their problem in class.

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Mills (1997: 21) defines that CAR is systematic inquiry done by the teacher (or other individuals in the teaching/learning environment) to gather information about-and subsequently improve the ways their particular schools operate, how they teach and how well their students learn. It means that CAR encourages the teacher to be aware of her own practice, to be critical of that practice and to be prepared to change it. Moreover, Kemmis (in Siti Zulaihah, 2007: 3) states that classroom action research is a concept of doing X to improve Y. It is held because there are one or more problems found in something or because the belief that the condition of something is not good and need improvement. In this case APS is the X variable while speaking skill is the Y variable. The researcher will apply APS technique to improve students’ speaking skill. The researcher will record all the students’ activities regarding their attitude, respond and progress in speaking skill. The research will be implemented in the form of collaborative action research by inviting one of the English teachers in SMP Negeri 1 Kalitidu. This research will be done in four steps of planning, acting, observing, and reflecting.

Considering the aim of CAR, that is, improving teaching-learning quality, the researcher wants to apply this design to improve the speaking skill of the eighth year students at SMPN I Kalitidu through APS. In this study, the researcher is as a designer, the observer and the rater of this CAR implementation and works together with the collaborator who assists the researcher for the reliability of the result.

lviii B. Setting of the Study

The location of the research is SMP Negeri I Kalitidu. It is located on Jl. Raya Ngasem No. 460 Kalitidu – Bojonegoro. It is a big school with the area about 24.650 m2 in suburban area. However, it is easy to reach. The students go to school by public transportation and they can stop exactly in front of the school. The facility in that school is good enough for the students to enlarge their skill.

There are three main buildings in SMP Negeri I Kalitidu. The first building is located in the most front used for the teachers, staff, and counseling. The teachers’ room is about 50 m from the gate. There are 25 tables and 50 chairs in it. A television set is put at the corner of the building. On the right side of the teachers’ room is guidance and counseling room. Some teachers are on duty to serve the guests and also the students who are late. Here, the students may consult their problems, either personal problem or school problem. The left side of the teachers’ room is administrators’ room. There are 7 staffs working there. This room is facilitated with 2 computers, 2 fans, telephone, 7 chairs, and 7 tables, 3 filing cabinets, a printing machine to print the test sheet for the students. A bathroom and an empty room in which the students can change their clothes after having sports are close to the administration room.

Opposite of the administration room are school’s canteens and cooperative room. It sells many kinds of food and drinks, while the cooperative prepare students’ stationary so that the students don’t have to leave the school to buy their need. The building is not too big but it looks clean enough to serve the

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students’ need. Here, the students can have breakfast after having exercises or even have lunch after school. The price is not cheap enough and it taste delicious.

On the back corner of the school is a computer laboratory. This room is completed with 48 sets of computers which are linked to internet so that it is easy for the students and the teachers to find materials for teaching because the teachers can access the internet 24 hours freely. Besides the computer laboratory there are some classes. They are classes IXA, IXB, IXC, IXD, and IXE. In front of class IXC is Bahasa Indonesia Laboratory. The room is completed with 22 head sets, 1 master console, 29 inches-television and 22 chairs. We can find a library beside this room. There are many kinds of books in it. Students can borrow the book or just read them during the break time. In front of the library we can find classes VIIIA and VIII B.

Next to those classes there are some laboratories. Near class VIII F there are a Biology laboratory, and Physics laboratory. Next to the room we can find a big English laboratory. It is a new building and built in 2006. All the equipments in the laboratory are new. In the language laboratory there are 48 booths and earphones, 48 tape recorders are on each table, a computer, 2 television sets, and 1 parabola antenna to look at any kinds of program from abroad. The room is completed with an air conditioned. Everyday there are students having practice lessons in the laboratories.

The room in which the researcher made research is completed with some facilities. It is class VIIIF. It is equipped with 2 big fans, 29 inches-televisions set, and a DVD player. There are 40 chairs for students, one teacher table, and 2 chairs

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for the teachers. On the wall there are a white board and a black board, pictures of president and vice-president, a picture of Garuda Pancasila, a calendar, a class schedule, a clock, and a big board to display students’ portfolios. There are 6 lamps at the ceiling.

The mosque is beside the gate. The students pray ‘Dhuha’ in this place in turn because the place is not too big. Organisasi Siswa Intra Sekolah (OSIS) and the students usually held some activities dealing with Religion of Islam such as

Maulid Nabi, Isra mi’raj, reading al-Quran during the fasting month or tadarusan,

praying Tarwih, etc. Along the school’s fence in the front yard are sports courts. The students can play volley ball, badminton, table tennis, and even they can do many activities such as arts performance, Band show, and the others.

SMP Negeri I Kalitidu is one of the oldest SMP in Kalitidu regency. It was built in 1980. The total number of students is about 800 students. They come from low and medium economic background. Since 2005 this school decided to be a National Standard School (SSN).

There are some considerations why the researcher chooses the place:

1. the researcher teaches at this school so that it is easy for her to make research

2. There are enough data available so that when there are mistakes it will be very easy for the researcher to correct them and easy to make coordination with the collaborator.

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APS technique needs some preparations, especially in choosing interesting topics which are not only suitable to the theme but also suitable to the curriculum and students’ need.

B. Implication

The result of the research shows that teaching speaking using APS technique can improve students’ speaking ability, especially for the eighth grade students of SMP Negeri I Kalitidu.

Based on the result of the study, teaching speaking through APS technique is a suitable way to improve students’ speaking ability. This study can be used as a reference for the teacher in improving the teaching quality by applying the suitable technique toward improving the students’ speaking ability. Besides, teacher can apply APS technique in the class of listening, reading and writing. Considering the importance of APS technique in enhancing students’ ability in speaking, it is advisable for other teachers to apply APS technique in their speaking class, so that learning functional skill is not merely understanding about the concept only, but also how to use it in our daily life. Students’ memory about the concepts is more meaningful than if we just ask them to do the exercises on LKS.

C. Suggestion

Having implemented APS technique to improve students’ speaking ability to the eighth grade students of SMPN I Kalitidu, the researcher would like to give some suggestions as follows:

cxxv 1. For Teachers

a. As a conductor of a teaching and learning process, teacher should be able to know the students’ willing and interest to choose the most suitable and interesting technique to a certain topic to be applied in a speaking class.

b. Teacher should be creative and innovative to use various techniques to arise students’ interest in speaking class.

c. Speaking activities should be enjoyable and stress free because enjoyment and free from threatening situation will increase students’ participation in speaking class.

2. For students

a. Students should realize that English is badly needed in the globalization era, and it is not a difficult subject as long as they have willingness to study hard.

b. Students should realize that they have potentials to be good speakers. They should open themselves to any chances of self-development in speaking.

c. Students should not feel shy or nervous in speaking. Besides, they don’t have to be afraid of making mistakes because making mistakes is a part of learning.

cxxvi 3. For schools

The school should change their policy that the only orientation of learning English is the grade of formative test, summative test or UAN, but moreover, the students should be able to express their ideas in a written form or oral form to communicate with their environment.

4. For Sebelas Maret Univesity

a. As an institution of education, it is hoped that Sebelas Maret University can arrange a program both for the students and teachers. A program for students such as seminar, up-grading or workshop to teach much kind of techniques in teaching, so that teachers have better skill or various techniques in teaching. And the programs for students such as speaking competition, debate, storyttelling or many others should be held so that students have chances to express their ideas and compete among others.

5. For other researchers

The researcher hopes that by reading this thesis, other researchers will be inspired and motivated to conduct a research to find interesting technique to improve students’ speaking ability. It is proved that a better technique will create a better achievement.

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